Definitions Regarding Didactics

Didactics is a science targeting several directions, so it is the science of organized teach- ing and learning, the science of education or it is the application of psychological teach- ing and learning theories. Additionally it is seen as the theory of education contents and the theory of controlling learning processes [Kron and Sofos, 2003].

Traditional learning paradigms are still valid for e-Learning up to a certain degree. Web technologies further developed them and sometimes turned them into new learning models that are dynamic in nature [Sadiig, 2005].

Some reason for those developments and adaptations are:

◦ One single approach does not effectively accomodates the variety of students’ learn- ing approaches ([Dimitrova et al., 2003b], [Angehrn et al., 2001])

◦ Correlation between learning behaviour and learning performance [Dimitrova et al., 2003a]

◦ Classic approaches are not sufficient for implicit learning [Angehrn et al., 2001] ◦ Missing direct supervision by teachers

◦ New technologies for learning, teaching, interaction, . . .

◦ Changed self-conception of learners for interaction and learning, e.g. due to new technologies

In literature exist different definitions and classifications of learning styles. Whilst [Felder and Silverman, 1988] differenciates sensory/intuitive, visual/auditory, induc- tive/deductive and active/reflective, [Biggs, 1987] defines classes like surface (students doing only the things being necessary for the accessment), deep (students critical inter- act with the knowledge) and achieve (students using either durface or deep methods to attain the highest grade). Based on Biggs’ classification [Dimitrova et al., 2003b] cre- ated a further distinction for classroom and distance learners. Classroom learner are the Ideal Learner, the Struggler, the Reflector, the Shallow Learner and the Social Learner. Traditional Learner, the Achieving, the Interactive Learner, and the Struggler are dis- tance learner types.

Definition 42 We want to define a Learning Theory as an approach to analyse and describe how people learn.

The three main learning theories are briefly described below.

◦ Behaviourism is based on changes in behaviour that are observable. A new be- havioural pattern is repeated until it becomes automatic [Phillips and Soltis, 1991]. The main researchers of the theoretical foundations are Ivan Pavlov, Edward Thorndike, John Watson and B.F. Skinner.

◦ Constructivist model is based on thought that everybody constructs his own per- spective of the world. This view is influences by individual experiences and schema. The learner should be prepared to solve problems in ambiguous situations [Brooks and Brooks, 1999]. Key theorist in this field is Vygotsky.

◦ Cognitivism is based on the thought process behind the behaviour. Changed be- haviours are observed. These changes are used to indicate what is happening inside the mind of the learner [Ormrod, 2004]. Main researchers regarding cognitivist

and Joseph Novak.

Definition 43 A Learning objective is a statement establishing a mea- surable behavioral outcome, used as an advanced organizer to indicate how the learner’s acquisition of skills and knowledge is being measured [American Society for Training & Development (ASTD), 2007].

The best known approach in this field is Bloom’s taxonomy of educational objectives (cp. figure 2.7).

Figure 2.7: Bloom’s Wheel of Bloom’s vers and matching assessment types (graphic by John M. Kennedy T.)

The taxonomy focusses on the affective, psychomotor and cognitive domain.

The affective domain is about interests, emotions, perceptions, tone, aspirations, degree of acceptance or rejection of institutional content [Belanger and Jordan, 2000]. The objectives range from simple attention to more complex aspects of characters and conscience [Bloom et al., 1964]. Learning is based on the affective involvement of the learner.

56 2 Foundations on e-Learning

◦ Receiving: on this low level the learner is aware of the learning content and willing to receive the stimuli. It is the basic requirement of learning.

◦ Responding: in this phase the learner is able to create own points of view and obtains satisfaction due to the fact that was able to learn.

◦ Valuing: here the learner is willing to accept a value and to judge about the learning content/problem/experience.

◦ Organisation: the priorisation and organisation of relationships between values is a more complex level.

◦ Characterisation: describes the generalisation and classification of real world situations and judging and acting according to the learned values.

The psycho-motor learning objective domain is about muscular or motor skills for the manipulation of objects or other physical activities [Belanger and Jordan, 2000]. Fur- thermore it is related to speech, physical education, trades, operation of machinery, typing capabilities, etc. Therefore often simulations are used e.g. flight simulators, operation of machinery simulations, Virtual Reality [Mencke, 2007], . . . .

The cognitive learning objective domain consists of six categories, each with subcategories ([Bloom, 1956], [Belanger and Jordan, 2000]). Each category is based on the ones before in terms of requirements and characteristics. Thereby the level of interactivity and media-richness increases from the lowest to the highest level. Media richness describes the support of communication media for contextual cues [Daft and Lengel, 1986]. The following list briefly summarises the categories [Belanger and Jordan, 2000]:

◦ Knowledge: is the basic level. It includes the recall of pattern, structures or settings and specific facts (e.g., terminology) or ways and means of dealing with those facts (e.g., trends, methodology, principles, theories).

◦ Comprehension: is lowest level of understanding and includes translation, interpreta- tion and extrapolation.

◦ Application: is about the generalization/abstraction (application of principle, theories or ideas) in concrete or specific situations.

◦ Analysis: of the elements of a topic and the relationships between them.

◦ Synthesis: is about rearranging and restructuring of knowledge as well as the creativ- ity in generating new knowledge.

◦ Evaluation: involves qualitative and quantitative judgements and is the highest form of the cognitive learning objective.